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Attachment 12

Title I, Part D

Prevention and Intervention Programs for

Children and Youth Who Are Neglected,

Delinquent, or At-Risk

Local Education Agency Application

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ATTACHMENT 12 TITLE I, PART D

PREVENTION AND INTERVENTION PROGRAMS FOR

CHILDREN AND YOUTH WHO ARE NEGLECTED,

DELINQUENT, OR AT-RISK

Local School System: Baltimore City Public Schools Fiscal Year 2016

TITLE I, PART D COORDINATOR: KIMBERLY HOFFMAN

Telephone: 410-392-9546 E-mail: <[email protected]>

PROGRAM GUIDANCE

Purpose: Title I, Part D is:

1) To carry out high quality education programs to prepare children and youth for secondary

school completion, training, employment, or further education;

2) To provide activities to facilitate the transition of such children and youth from the

correctional program to further education or employment; and

3) To operate programs in local schools for children and youth returning from correctional

facilities, and programs which may serve at-risk children and youth.

Eligible Applicants:

A Local Education Agency (LEA) is eligible to receive Subpart 2 funds if within its geographical

boundaries there are locally operated correctional facilities not operated by the State, including

public or private facilities and community day programs, responsible for providing a free, public

education for children and youth who are neglected or delinquent.

Allowable Activities And Use Of Funds:

Funds provided to LEAs through this grant may be used, as appropriate, for—

1) Programs that serve children and youth returning to local schools from correctional

facilities, to assist in the transition of such children and youth to the school environment,

and to help them remain in school to complete their education;

2) Dropout prevention programs which serve at-risk children and youth, including pregnant

and parenting teens, children, and youth who have come in contact with the juvenile

justice system, children and youth at least 1 year behind their expected grade level,

migrant youth, immigrant youth, students with limited English proficiency, and gang

members;

3) Coordination of health and social services for such individuals if there is likelihood that

the provision of such services, including day care, drug and alcohol counseling, and

mental health services, will improve the likelihood such individuals will complete their

education;

4) Special programs to meet the unique academic needs of participating children and youth,

including vocational and technical education, special education, career counseling,

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curriculum-based youth entrepreneurship education, and assistance in securing student

loans or grants for postsecondary education; and

5) Programs providing mentoring and peer mediation.

Funds used for each Correctional facility entering into an agreement with an LEA to provide

services to children and youth shall: [Section 1425]

1) Ensure that educational programs in the correctional facility are coordinated with the

student’s home school, particularly with respect to a student with an individualized

education program under Part B of the Individuals with Disabilities Education Act

(IDEA);

2) If the child or youth is identified as in need of special education services while in the

correctional facility, notify the local school of the child or youth of such need;

3) Provide transition assistance to help the child or youth stay in school, including

coordination of services for the family, counseling assistance in accessing drug and

alcohol abuse prevention programs, tutoring, and family counseling;

4) Provide support programs that encourage children and youth who have dropped out of

school to reenter school once their term at the correctional facility has been completed, or

provide such children and youth with the skills necessary to gain employment or seek a

secondary school diploma or its recognized equivalent;

5) Ensure that the correctional facility is staffed with teachers and other qualified staff who

are trained to work with children and youth with disabilities taking into consideration the

unique needs of such children and youth;

6) Ensure that educational programs in the correctional facility are related to assisting

students to meet high academic achievement standards;

7) Use technology to assist in coordinating educational programs between the correctional

facility and the community school;

8) Involve parents in efforts to improve the educational achievement of their children and

prevent the further involvement of such children in delinquent activities;

9) Coordinate funds received with other local, state, and federal funds available to provide

services;

10) Coordinate programs with activities funded under the Juvenile Justice and Delinquency

Prevention Act of 1974 and other comparable programs;

11) Work with local businesses to develop training, curriculum-based youth entrepreneurship

education and mentoring programs for children and youth.

SubGrantee Selection Award Determination:

The 2015-2016 grant application is year 1 of a three-year cycle. Grant awards will be

determined in relation to extent of need, quality of the application, ability to meet the program

requirements and to demonstrate annually and at the end of a three-year cycle, student progress

and achievement in meeting the program indicators. The Program Narrative should describe the

3 years generally and year 1 specifically.

Each subgrantee will undergo a risk assessment established by MSDE prior to the awarding of

federal funds. The criteria used will consists of the following five federal guiding principles for

providing high-quality education in juvenile justice secure care settings and the federal and state

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monitoring compliance areas for the Title I, Part D program. The Guiding Principles for High-

Quality Education are:

1. A safe, healthy, facility-wide climate that prioritizes education, provides the conditions

for learning, and encourages the necessary behavioral and social support services that

address the individual needs of all youths, including those with disabilities and English

learners.

2. Necessary funding to support educational opportunities for all youths in long-term secure

care facilities, including those with disabilities and English learners, comparable to

opportunities for peers who are not system-involved.

3. Recruitment, employment, and retention of qualified education staff with skills relevant

to juvenile justice settings who can positively impact long-term student outcomes through

demonstrated abilities to create and sustain effective teaching and learning environments.

4. Rigorous and relevant curricula aligned with State academic, career, and technical

education standards that utilize instructional methods, tools, materials, and practices that

promote college-and career-readiness.

5. Formal processes and procedures through statute, Memoranda of Understanding (MOU)

and practice that ensure successful navigation across child-serving systems and smooth

reentry into communities.

Signed assurances must be submitted as required per the 2015 Master Plan Update guidance.

Note: As the State Education Agency and pass through for federal funds, MSDE is under

obligation to proactively monitor subawards to ensure compliance with federal and state laws

and regulations governing the programs to be administered in accordance with the new Federal

Uniform Administrative Requirements 2 CFR §200.331 (d) and (e). MSDE will conduct a risk

analysis prior to awarding federal funds and may place certain conditions on the grant, based on

the determined level of risk.

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PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH

WHO ARE NEGLECTED, DELINQUENT, OR AT-RISK

Local School System: Baltimore City Public Schools Fiscal Year 2016

A. PROGRAM NARRATIVE

Extent of Need

Eager Street Academy

Eager Street Academy (ESA) is a Baltimore City Public School housed within the confines of

the Baltimore City Detention Center. The school’s population is comprised of juveniles from

ages 14 through 17 and for the first time, ESA offered a summer educational program for the 18-

21 year old population. The summer educational program was created for adults (18-21 year old)

who needed 14 or less credits towards graduation. A large number of the 18-21 year old

population attended or was still listed on roll at a Baltimore City Public High School. By

providing a summer instructional program for the adult population (18-21 year old), one detainee

received his high school diploma and several others earned additional credits towards graduation.

As a result, in school year 2015-2016, Eager Street Academy will offer an evening educational

program for the 18-21 year old population.

There is considerable mobility among student enrollment at ESA. Juvenile attendance is

determined by the Baltimore City Public School Power School Student Management System

(SMS). According to the Baltimore City Public Schools Power School Student Management

System (SMS) there were no less than 25 students enrolled at any time during the SY 2014-2015.

This number is expected to increase for SY 2015-2016 because ESA will also provide

educational services for the 18-21 year old population.

To strengthen educational services for youth in juvenile detention facilities, in December, 2014,

the Department of Justice and Education established a Correctional Education Guidance Package

which stated agencies and facilities serving youth in correctional facilities must provide

educational services comparable to those available to students in community schools.

Additionally, for young people who are incarcerated, access to a high-quality education during

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their confinement is a vitally important and cost-effective strategy for ensuring that they become

productive members of their communities.

Baltimore City Public School Power School Student Management System (SMS) SY 2014-2015

archival data revealed the following:

94% of the students were African American males, 3% were Hispanic males and 3%

were African American females.

67% of the students were habitual truant. (Habitual Truancy is defined as absence more

than 20 percent of the school days in a marking period, semester, or school year).

82% of juveniles earned 10 or less credits toward graduation before enrolling at ESA.

69% had not met the service learning requirement.

Based upon the Title I Part D 2013-2104 reporting period for Eager Street Academy, the

following data was cited;

58% of long-term students (long-term students are those participating in the

program for 90 consecutive days or more) served with both pretest and posttest

reading scores,

58% of long-term students received both pretest and posttest math scores,

13.6% of long-term students improved from half to one full grade level on the

mathematics assessment,


reading assessments,

20% of students earned high school course credits after exiting ESA,

20% of students enrolled in a high school once exiting ESA,

20% of students with transitional plans successfully transitioned from detention to

schools, post –secondary education, and/or vocational training/employment,

13.5% of students obtained a high school diploma, GED, or employment.

The majority of the juvenile detainees at Eager Street Academy are males. While male juveniles

remain at ESA awaiting court proceedings, female juvenile detainees who are charged as adults,

are booked and transported for housing only to the Department of Juvenile Services' Waxter

Center. The Waxter Center has an onsite school, operated by Maryland State Department of

Education. If the Circuit Courts determine that a female juvenile detainee will be tried as an

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adult, she is transported back to the Baltimore City Women's Detention Center and is enrolled in

school at Eager Street Academy. There were 2 female students enrolled in Eager Street Academy

during SY 2014-2015.

Research supports

The United States imprisons more young people at a higher rate than any other nation

It spends approximately $6 billion per year on juvenile corrections (see Figure 1 from

Mendel 2011).

In fact, on any given day, there are over 70,000 juveniles in custody in the United States

(OJJDP 2011) with an average (direct) cost of $88,000 per juvenile per year.

Figure 1. Youth incarceration rate: US versus other nations

Source: Hazel, Neal, Cross-National Comparison of Youth Justice, London: Youth Justice Board, 2008).

It is very difficult for institutions to track this population once they leave a facility. However,

the need to continue the education programs for juveniles while incarcerated is great.

Students are more likely to successfully back into a zone school when their education

continues during incarceration.

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Students are more likely to pursue post-secondary education and/or employment when

they can acquire prerequisite skills during incarceration.

Students are more likely to become productive citizens when they have the skills to

contribute to society.

Some may argue that incarceration during adolescence may interrupt human and social capital

accumulation at a critical moment leading to reduced future wages in the legal sector and greater

criminal activity (Becker 1968). However, incarceration at an early age in an institution that

provides educational opportunities might serve to reduce future criminal activity, thereby

reducing resources devoted to the prison system.

The Woodbourne School

The Woodbourne School serves a population of students who have been identified with the

following disabilities: 06-Emotional disturbance, 09-Specific learning disabilities and 10-

Multiple disabilities. Nineteen percent of the students qualify for a (06) disability code.

Approximately 40% have substance abuse issues. The facility provides not only full day special

education and general education programs but also provides other related services including:

diagnostic and prescriptive instruction, standardized testing, psychological and educational

assessments, individual, group and family counseling, transition services, behavior treatment

services, psychiatric services, speech and language services, after-school programming and

integrated therapeutic services. At the Woodbourne`s Residential Treatment Center, 90% of

students admitted are in need of intensive interventions. Many students lack the ability to

demonstrate appropriate social norms because of a history of family related trauma or long term

exposure to negative environmental influences. Many of the students come to Woodbourne with

existing juvenile records and as a result, it is critical to identify the services, resources and the

unique personnel that will address the needs of each student.

The Woodbourne School currently has a population of 35 students and of those students, 74%

have an Individualized Education Plan (IEP) with deficits in reading, language and/or math, and

behaviors. The largest area of need is Reading with students testing a minimum of three grade

levels behind. The Woodcock Johnson pre-test is given to all students when they are admitted.

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Additionally, 51% of our students come from Department of Juvenile Services (DJS); 98% of

our students require therapeutic and/or counseling services weekly. In the past we have

addressed our student’s needs with mentoring programs, afterschool programs, special reading

software, special summer classes, concrete and visual aids, trips, and temporary staff, who

provide small group instruction to students under the direct supervision of a highly qualified

teacher. Another important component that contributes to students’ success has been that all of

Woodbourne`s teachers are highly qualified.

At the Woodbourne School students will continue to be given assessments to measure

academic growth, such as the Woodcock Johnson, PARCC, brigance, Kaufman Test of

Educational Achievement (KTEA) and teacher created assessments. Our instruction will

continue to focus on providing our students the skills necessary for to become better readers,

writers, and problem solvers. These skills are needed for jobs preparation, job training and actual

employment opportunities in addition to postgraduate work. Additionally, Woodbourne will

provide opportunities for positive youth development through mentoring, youth-adult

partnerships and community services.

Research supports our continued need for this federally funded program.

Youth with disabilities continue to experience high unemployment as well as insufficient

opportunities to obtain competitive employment with the potential of career growth

(National Collaboration on Workforce and Disability, 2004).

The adjudication rate of youth with disabilities is four times higher than for youth without

disabilities (Gagnont Richards, 2008).

Approximately 1.2 million youth drop out of high school each year; more than half of

whom come from minority groups (Editorial Projects in Education Research Center,

2008).

More than 25% of high school dropouts need social service resources compared to only

10% of those with a high school degree (US. Department of Education).

More than half of the youth identified with mental health needs will drop out of school

and only 5 to 20% will enter postsecondary education.

Sixty-eight percent of all new jobs require at least some postsecondary education

(National League of Cities, Institute for youth, Education and Families).

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Based upon the Title I Part D 2013-2014 reporting period for the Woodbourne School, the data

was the following;

Twenty-five long –term students served with both pre and post reading scores.

Twenty –five long –term students served with both pre and post math scores.

Twenty-five long term students showed an improvement on both reading and

mathematics assessments.

Two long- term students improved up to a half grade level in reading and math.

Four students improved a half to one full grade level.

Nineteen students improved more than one full grade level.

Sixty-four students earned high school course credits while in the facility for the Title I

Part D Program.

There were no students who enrolled in a school after exiting from the Title I Part D

program.

Currently, there are no formalized tracking processes following students once they leave the

Woodbourne School. This is due to the Notice of Privacy Practices that parents/ guardians sign

upon a student`s admission into the facility.

Goals, Objectives and Milestones

Target Population at Eager Street Academy: The school’s population is comprised of juveniles

from ages 14 through 17.

TABE 2014-2015 Results

Students’ Performance in Mathematics

Parameters Barnes,

Cameron

Barnes,

Jauan

Bowden,

Tyriq

Davis,

Isaiah

Evans

Timothy

Faison,

Tanard

Pinkney,

Allan

Rush,

Robert

Whitaker,

Maurice

White,

Isador

Mathematics

Scale Score

(SS) Pre-test

527 429 490 380 461 451 365 464 270 258

Mathematics

Scale Score

(SS) Post

484 554 500 476 554 451

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Test

Percent

Change

+

12.82%

+13.06% +10.86% +30.41% +19.40% +74.81%

Grade

Equivalent

(GE) Entry

6.9 3.7 5.4 3.4 4.7 4.5 2.6 4.8 1.5 1.3

Grade

Equivalent

(GE) Current

5.2 8 5.7 5 8 4.5

12

0

100

200

300

400

500

600 563

471

419

368

455488

440482

501524528 542 542 557 549

578

6.9 4.4 2.6 2 3.8 5 3.3 4.8 5.3 6.26.4 7.4 7.4 8.3 7.8 9.6

Reading Scale Score (SS) Pre-test

Reading Scale Score (SS) Post Test

Grade Equivalent (GE) Entry

Grade Equivalent (GE) Current

TABE Results

Numerical

Students' Name

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GOAL 1:

By the end of school year 2016, reading levels for students in grades 9-12 who were in the

facility for a minimum of 30 days will increase by 10% from base entry levels and by 10%

overall in the area of comprehension of informational text as measured by Test for Adult Basic

Education (pre/post-test).

OBJECTIVE 1:

By the end of school year 2016, students in grades 9-12 who were in the facility for a minimum

of 30 days will be able to use comprehension strategies to better under informational text

(summarization, note taking and annotating and graphic organizers).

OBJECTIVE 2:

By the end year 2016, students in grades 9-12 who were in the facility for a minimum of 30

days will develop a learning plan for each student within a week before testing.

OBJECTIVE 3:

By the end of school year 2016, 95% of staff will participate in high quality professional learning

on implementing Independent Reading Level Assessment provided by American Reading

Company.

OBJECTIVE 4: By the end of school year 2016 Eager Street Academy will provide activities

for parents to encourage their involvement in their children’s learning (Back to School Night and

Parent Teacher Organization meetings).

Milestone: On a quarterly basis 80% of students who were in the facility for a minimum of 30

days will have demonstrated progress on teacher created tests that asses understanding

informational text.

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GOAL 2:


of 30 days will increase their mathematics proficiency in basic arithmetic and algebra skills by

10%, as measured by, Basic Achievement Skills Inventory (BASI).

OBJECTIVE 1:


of 30 days the Mathematics teacher will implement Agile Minds program.

OBJECTIVE 2:


of 30 days will develop a learning plan for each student within a week before testing.

OBJECTIVE 3:

By the end of school year 2016, 95% of staff will participate in high quality professional learning

on implementing Independent Reading Level Assessment provided by American Reading

Company.

Milestone: On a quarterly basis eighty percent of students who were in the facility for a

minimum of 30 days will demonstrate improved performance on teacher created tests assessing

basic arithmetic and algebra skills.

Evidence of Need: The Woodbourne School

For the 2014-2015 the data for the Woodbourne School was the following:

25% of students passed HSA in English,

33% of students passed the HSA in Algebra in Middle School

10% of the middle students passed the MSA in Reading.

10% of middle school students passed the MSA in Math

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GOAL 1:

By the end of school year 2016, students who were in the facility for a minimum of 30 days will

demonstrate a minimum of 10% progress in reading and math as measured by the Woodcock

Johnson pre/posts assessments.

OBJECTIVE 1:

By the end of school year 2016 Woodbourne will continue to develop & implement local

formative grade level assessments to: l) frequently monitor each students learning of essential

outcomes-2) provide students with multiple opportunities to demonstrate progress in meeting and

exceeding learning targets.

OBJECTIVE 2:

By the end of school year 2016, teachers will have implemented strategies such as small group

and extended learning opportunities before and after school for struggling students.

Milestone: On a quarterly basis eighty percent of students who were in the facility for a

minimum of 30 days will demonstrate progress on teacher created assessments in reading and

math.

GOAL 2:

By the end of school year 2016 school year, 25 % of the parents will participate in activities,

resources and programs that support relationship building to align with the social, emotional and

academic growth of their students.

OBJECTIVE 1:

By the end of school year 2016, the services of the parent liaison and transition specialist will be

employed to support students and engaging parents of students who successfully transition out of

alternative school into another local school post-secondary institution or a career.

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OBJECTIVE2:

By the end of school year 2016, activities will be implemented to increase collaboration between

parents and school. (Workshops, assemblies and Restorative Conference Day).

OBJECTIVE3:

By the end of 2016, every student will be provided an opportunity to participate in programs

resulting in partnerships with Love and Forgiveness, Male Mentoring Program, Department of

Juvenile Justice, Department of Social Services.

Milestone: On a quarterly basis, at least 20% of parents will participate in activities planned to

support relationship building to align with the social, emotional and academic growth of their

students.

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PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH

WHO ARE NEGLECTED, DELINQUENT, OR AT-RISK

Local School System: Baltimore City Public School Fiscal Year 2016

B. PLAN OF OPERATION


The school will operate Monday-Friday from 8:45 a.m. until 2:00 p.m. for juvenile

students ages 14-17. Educational program for the 18-21 year old population will operate

Monday-Friday from 3:30 until 7 p.m. Due to the extremely large skill range of students,

one-to-one tutorial services will be provided in class, evening program, and for individual

instruction wherever needed similar to student support found in other Baltimore City

Public Schools. Eager Street Academy`s daily juvenile student schedule will consist of

four 60- minute classes.

The adult population will have an opportunity to gain additional credits towards earning

a high school diploma. Johns Hopkins University Jail Tutorial Project will provide

tutorial services for the juvenile population on Mondays and Fridays in the evening from

3:30-7:00 p.m. Juxtopia Urban Innovation Cooperative Entrepreneurship (JUICE), a pilot

program to improve workforce, life, and urban entrepreneurship skills will provide a

professional level software engineering apprenticeship for Eager Street Academy juvenile

students. This program will prepare students to collaborate with other JETs and follow

standard software engineering methods to develop real-world software engineering

products ranging from mobile devices, cloud computing, video game and specialized

algorithm development. The program will operate every Monday and Friday for 2 hours.

Dew More Baltimore, Free Verse Poetry Program, meets with students twice weekly for

three hours to teach students to express themselves dramatically through poetry as written

self-expression. Eager Street Academy will provide four parent informational sessions

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throughout SY 2015-2016 (dates to be determined). Parents will also have the

opportunity to speak with teachers regarding students’ academic progress, attend IEP

meetings (when applicable), and meet with transition specialist to review/sign their

student’s Individual Learning Plan (ILP).

Upon district approval, Eager Street Academy would like to form a partnership with Treatment

Resources Inc. This company will provide formal and informal drug and alcohol counseling for

students and their families. Additional services such as aftercare treatment, summer educational

programs, anger management and/or victim awareness services will be offered during and after

release. The goal of the program is to assist with making better life decisions, offer mental health

services and substance abuse counseling for both student and families. (TBD)

Woodbourne School

The Woodbourne School provides not only full day special education and general education

programs but also provides other related services including: diagnostic and prescriptive

instruction, Maryland standardized testing, psychological and educational assessments,

individual, group and family counseling, transition services, behavior treatment services,

psychiatric services, speech and language services, after-school programming and integrated

therapeutic services. The Woodbourne School serves a population of students in grades six

through twelve. The hours of operation are 8:30 a.m. thru 3:08 p.m.; 45 minutes per class period;

and implements a calendar year of 215 days. There were 52 special education students who were

serviced during the 2014-2015 school year.

The purpose of Woodbourne School is to provide therapeutic and educational programs and

support services through a sequential curriculum of studies, based on the Baltimore City Public

School Curriculum and the Maryland State Curriculum. The staff seeks to develop the potential

of each student in the areas of cognitive, social, emotional and physical development; and to help

each student develop these skills in order to return the students to a less restrictive environment.

Woodbourne School employs the following: Principal, Director of Special /IEP Manager,

Behavior Specialists, Teachers, Librarian, Speech Language Pathologist, Teachers Assistants,

Direct Care Professionals and an Administrative Assistant. Using the Neglected and Delinquent

grant funds for the 2015- 2016 school year, the Woodbourne School would like to employ the

following temporary employees;

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Program Coordinator:

Transition Specialist

Parent Liaison:

2 Teacher Assistants

After School Reading Specialist

Restorative Conference Facilitator:

After School Math Assistant:

The Principal, academic faculty, School Improvement Team (SIT), Parent Liaison, Transition

Specialist, and After School Title I Coordinator will work closely with our parents/guardians by

involving them in assemblies, phone calls, conferences, and IEP meetings in efforts to improve

the educational achievement of their children. The Parent Liaison, along with the Transition

Specialist, will provide resources and feedback to the parents on how to prevent the involvement

of their children in delinquent activities.

We will approach this project by utilizing the following strategies:

Community partnering with the Male Mentoring in the Hood program;

Instructing students daily in our evidence based curriculum, which highlights Aggression

Replacement Training and character traits;

Providing circles through restorative practices in which pupils learn to build social capital

and repair harm to others by building relationships.

Providing a restorative conference facilitator who helps to restore and repair

relationships;

Providing a Transition Specialist for students who are returning to their local schools or

needing vocational and/or work study employment;

Providing social and therapeutic sessions through afterschool programs and special

projects.

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We will continue our partnership with Habitat for Humanity, Our Daily Bread, Civic Works,

York Road Partnership, and Mayor’s Community Action Agency and the Governs Urban Forest

not only for workforce development and training for our students but also opportunities for more

volunteering and support to various community activities.

1.Provide a detailed description of how participating schools will coordinate with facilities

working with delinquent children and youth to ensure that such children and youth are

participating in an education program comparable to one operating in the local school such youth

would attend; (Sec.1423 (3))

Eager Street Academy and The Woodbourne School will employ a Transitional Specialist that

supports students to transition back to their zone school and continue their post-secondary

education. However, the local zone school does not coordinate these services until the Neglected

and Delinquent student enters their educational program.

2.Provide a detailed description of the program operated by participating schools for children and

youth returning from correctional facilities and, as appropriate, the types of services that such

schools will provide such children and youth and other at-risk children and youth; (Sec. 1423

(4))

At both schools, the Transitional Specialist will assist students with making a smooth transition

out of an alternative School setting into another local school, post-secondary institution, or a

career. The Transitional Specialist will assist students wanting to attend college or looking for a

career, encouraging them to be successful in school and in life. In addition, the Transitional

Specialist will work with parents to provide resources, training, and skill development on ways

to effectively ensure that their child does not return to an institutionalized setting.

3. Provide a detailed description of the characteristics (including learning difficulties, substance

abuse problems, and other special needs) of the children and youth who will be returning from

correctional facilities, and as appropriate, other at-risk children and youth expected to be served

by the program. Provide a description of how the school will coordinate existing educational

programs to meet the unique educational needs of such children and youth. If appropriate,

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provide an estimated number of children and youth to be served according to each characteristic.

Also include the number of individuals expected to return to the local school system.


The Eager Street Academy is a yearlong Baltimore City Public School housed within the

confines of the Baltimore City Detention Center. There is considerable mobility among students

because the juveniles are involved with the courts. The school usually serves no less than 25

students at any given period during a year, however, during School year 2015-2016 this number

is expected to increase because Eager Street Academy will also provide educational services for

the 18-21 year old population. Baltimore City Public Schools Power School Student

Management System (SMS) SY 2014-2015 archival data revealed the following:

94% of the students were African American males, 3% were Hispanic males and 3%

were African American females.

67% of the students were habitual truant. (Unlawful absence more than 20 percent of the

school days in a marking period, semester, or school year).

82% of juveniles earned 10 or less credits toward graduation before enrolling at ESA.

69% had not met the service learning requirement.

Additionally, PowerSchool SMS student enrollment data also revealed 24% of Eager Street

students receive special education services. Female juvenile detainees, charged as adults, are

booked /charged, and transported for housing only to the Department of Juvenile Services'

Waxter Center. The Waxter Center has an onsite school, operated by MSDE. If the Circuit

Courts determine that a female juvenile detainee will be tried as an adult, she is transported back

to the Baltimore City Women's Detention Center and is enrolled in school at Eager Street

Academy.

Woodbourne School

The Woodbourne School serves a population of students who have identified with the following

disabilities: 06-Emotional disturbance, 09-Specific learning disabilities and 10-Multiple

disabilities. At the Woodbourne School, 19% of the students qualify with a (06) disability code.

Approximately 40% have substance abuse issues. The facility provides not only Type 1 full day

special education and Type 1 general education but also provides other related services

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including: diagnostic and prescriptive instruction, Maryland standardized testing, psychological

and educational assessments, individual, group and family counseling, transition services,

behavior treatment services, psychiatric services, speech and language services, after-school

programming and integrated therapeutic services. At the Woodbourne`s Residential Treatment

Center, 90% of students admitted are in need of intensive interventions. Many students lack the

ability to demonstrate appropriate social norms. This can be caused by a history of family related

trauma or long term exposure to negative environmental influences. Many of the students come

to Woodbourne with existing juvenile records and as a result, it is critical to identify the services,

resources and the unique personnel to address the needs of each student.

Of the current population at Woodbourne (35), seventy four percent have an IEP with deficits in

reading, language and/or math, and behaviors. Reading hold the largest of all deficits with

students having the average age of fifteen and a minimum of three grade levels behind in

reading. This is demonstrated on the Woodcock Johnson pre-test given to all students when they

are admitted.

The number of Special Education students being served for the 2014 - 2015 school year in the

Neglected & Delinquent Program are as followed:

#353 – The Woodbourne School = 52

#884 – Eager Street Academy = 14

In order to minimize a delay in educational services, the Transition Team issues a letter to the

parent/Department of Juvenile Services (DJS) Counselor the day of the Transition Team

meeting. This letter is effective immediately to avoid any delays. Specific charges and additional

services are not discussed. Finally, the parents and child are extended an invitation to attend the

Transition Team meeting to provide input on the student’s education. For students who do not

want to return to City Schools, the juvenile counselor makes other arrangements for the

continuance of the student’s education or provides them with potential employment

opportunities.

23

4.Provide a detailed description of how schools will coordinate with existing social, health, and

other services to meet the needs of students returning from correctional facilities, at-risk,

children or youth, and other participating children or youth, including prenatal health care and

nutrition services related to the health of the parent and the children or youth, parenting and child

development classes, child care, targeted reentry and outreach programs, referrals to community

resources and scheduling flexibility; (Sec. 1423 (6))

Once the youth is released and is in need of social, health and other services, the transition

specialist will work with various points of contact in City Schools to place a child in a school

that has a substance abuse counselor, health clinic or other services that are not provided by DJS

(Department of Juvenile Services) if the need arises. Personnel from City Schools associated

with the Transition Team include:

City Schools Office of Enrollment, Choice and Transfers

City Schools Office of Student Support Services;

City Schools Division of Special Education;

City Schools Office of Suspension Service/Court Liaison; and

BMHS-(Baltimore Mental Health Services) Representative-through a City

Schools contract.

5. Provide a detailed description of any partnerships with local businesses to develop training,

curriculum-based youth entrepreneurship education, and mentoring services for participating

students; (Sec. 1423 (7))

The Woodbourne School will continue partnerships with local businesses such as; Habitat for

Humanity, Our Daily Bread, Civic Works, York Road Partnership, and Mayor’s Community

Action Agency and the Governs Urban Forest. These partnerships will provide not only

workforce development and training for our students but also opportunities for more

volunteering and support to various community activities. The Mentoring services that students

receive at The Woodbourne School are as follows:

http://www.baltimorecityschools.org/site/Default.aspx?PageID=517

24

Male Mentoring Program – Through the use of this program student will meet and

discuss male adolescent experiences and will be provided resources that will instill social

skills for adulthood.

Love and Forgiveness – This program will provide drumming sessions to complement

traditional mental health treatment using art forms in a safe, supportive, therapeutic

environment that promotes self-development and fosters emotional, social and spiritual

growth.

Aggression Replacement Training- This program provides daily instruction using our

evidence based curriculum, which highlights character traits.

Providing circles through restorative practices in which students learn to build social

capital and repair harm to others by building relationships.

Provide a restorative conference facilitator who helps to restore and repair relationships;

Provide a Transition Specialist for students who are returning to their local schools or

needing vocational and/or work study employment;

Provide social and therapeutic sessions through afterschool programs and special

projects.

The students at Eager Street Academy will continue to receive the following mentoring

services:

Johns Hopkins University Jail Tutorial Project will provide tutorial services for the

juvenile population in the evening (3:30-7:00 p.m.).

Juxtopia Urban Innovation and Cooperative Enerprenuarship (JUICE) a pilot program to

improve workforce, life, and urban entrepreneurship skills will provide a professional

level software engineering apprenticeship for Eager Street Academy juvenile students.

The software engineering apprenticeship Juxtopia Engineering in Training (JET), will

prepare students to collaborate with other JETs and follow standard software engineering

methods to develop real-world software engineering products ranging from mobile

25

devices, cloud computing, video game and specialized algorithm development. The

program will operate every Monday and Friday for 2 hours.

Dew More Baltimore, Free Verse Poetry Program, meets with students twice weekly for

three hours to teach our incarcerated students to express themselves dramatically through

the written art of poetry as self-expression.

Greater Homewood Community Corporation,

Department of Juvenile Justice and other community based organizations that enhance

positive social and emotional change for students.

Upon district approval, Eager Street Academy would like to form a partnership with

Treatment Resources Inc. The Treatment Resource will provide formal and informal drug

and alcohol counseling for students and their families. Additional services such as

aftercare treatment, summer educational programs, anger management and/or victim

awareness services will be offered during and after release. The goal of the program is to

assist with making better life decisions, offer mental health services and substance abuse

counseling for both student and families. (TBD)

6. Provide a detailed description of how the program will involve the parents in efforts to

improve the educational achievement of their children and, describe how the LEA project will;1)

create an environment that welcomes all families 2)Ensure families, schools, and communities

are partners in education 3)Ensure schools and programs are intentional and culturally responsive

in their efforts to engage families 4)Provide strategies (PD) to assist educators to effectively

engage families and build capacity ,and 5)Ensure on-going and two-way communication in

multiple formats that is parent friendly.(Sec.1423 (8))

Baltimore City Schools ensures that the neglected/ delinquent centers have planned activities that

encourage parent participation and involvement motivating parents to become partners in their

child/children’s education. The Woodbourne School involves parents in every aspect of the

child’s education. Woodbourne parents are involved in the school’s program through the School

Family Council, Parent Workshops, Parent/Student Assemblies, Parent/Teacher Phone

Conferences, Parent/Teacher Conferences and Bi-Monthly Parent Empowerment Groups.

26

Through the School Family Council, parent representatives are part of the decision-making

process in curriculum and the selection of curriculum materials, interviewing perspective

teachers, para-professionals and other school-related activities. Parent workshops allow

participants to identify those skills needed to better assist their children. Parent/Student

assemblies allow parents to acknowledge their children quarterly during awards programs.

Parent/Teacher Phone conferences are made as often as needed to make parents aware of their

children’s progress.

Parent Teacher Conferences occur on a quarterly basis to keep parents informed of their child’s

progress. Bi-monthly Parent Empowerment Groups are held to focus on developing

academically successful children with improved character. Woodbourne hosts a Parent

Involvement Restorative Conference Day where we invite students and their families to work

together in order to restore, repair, and re-establish family relationships through parent and teen

workshops, games and contests.

Although students are technically wards of the State when they attend Eager Street Academy,

parents attend special education meetings, monthly team meetings, bi-monthly Parent Teacher

Organization meetings, and School/Family/Community Programs. Parents receive regular and

constant feedback of students’ progress and are encouraged to discuss and/or meet with their

child and the educational staff including the transition specialist and other school personnel

assigned to support Neglected and Delinquent students.

Parents of the Eager Street Academy customarily participate in Individualized Education Plan

meetings(IEP), Paren’t Teacher Organization(PTO) nights and all special assemblies. Eager

Street staff encourages all parents to express their concerns and build capacity in their

child/children’s educational experience. Eager Street met or exceeded that goal each quarter as

reflected by the sign-in sheets retained at the school. Eager Street Academy will provide 4 parent

informational sessions throughout SY 2015-2016 (dates to be determined). Parents will have the

opportunity to speak with teachers regarding students’ academic progress, attend IEP meetings

(when applicable), and meet with transition specialist to review/sign student(s) Individual

Learning Plan (ILP).

27

7. Provide a detailed description that demonstrates how the program will assist in dropout

prevention activities and prevent the involvement of their children in delinquent activities

(Sec.1423 (8))

Baltimore City Schools will meet the requirements as set forth by Maryland COMAR regulation,

local school district, state department of education and the department of justice educational

requirements. The Eager Street Academy is a public school, and follows the federal, state and

local coordinated efforts of other Maryland alternative public schools. Its program is in total

accordance with the Baltimore City Schools’ Master Plan, No Child Left Behind( NCLB) in

addition to COMAR and DOJJ (Division of Juvenile Justice) regulations. The Neglected and

Delinquent Program will support our local efforts through tutors, additional instructional

materials, supplies, software, field trips and contracted services.

The Neglected and Delinquent program will continue to support The Woodbourne School’s

transitional, cultural enrichment, and after-school programs. State mandated testing is supported

through instructional activities and strategies delivered by after-school tutors. Youth

development and transitional programs are delivered through temporary staff funded through the

Title I Neglected and Delinquent program. Additionally, the instructional staff sharpens their

instructional skills through professional development provided through the program.

Additionally, The Transitional Specialist will assist students with making a smooth transition out

of Alternative Schools into another local school, post-secondary institution, or a career. The

Transitional Specialist assists students wanting to attend college or looking for a career,

encouraging them to be successful in school and in life. In addition, the Transitional Specialist

works with parents to provide resources, training, and skill development on ways to effectively

ensure that their child does not return to an institutionalized setting.

8. Provide a detailed description of how the Neglected or Delinquent Program will be

coordinated with other federal, state, and local programs (e.g., Title I, Part A, IDEA, and Perkins

Act). (Sec.1423 (9))

28

Baltimore City Schools will meet the requirements as set forth by Maryland COMAR regulation,

local school district, state department of education and the department of justice educational

requirements. The Eager Street Academy is a public school, and follows the federal, state and

local coordinated efforts of other Maryland alternative public schools. Its program is in total

accordance with the Baltimore City Schools’ Master Plan, NCLB in addition to COMAR and

DOJJ (Division of Juvenile Justice) regulations. The Neglected and Delinquent Program will

support our local efforts through tutors, additional instructional materials, supplies, software,

field trips, student incentives and contracted services.

Once the youth is released and is in need of social, health and other services, the transition

specialist will work with various points of contact in the Central Office to place a child in a

school that has a substance abuse counselor, health clinic or other services that are not provided

by DJS (Department of Juvenile Services) if the need arises. Personnel from City Schools

associated with the Transition Team include:






Schools contract.

9. Provide a detailed description of how the program will be coordinated with programs operated

under the Juvenile Justice and Delinquency Prevention Act of 1974 and other comparable

programs, if applicable. (Sec.1423 (10))

Not applicable

10. Provide a detailed description, as appropriate, of how schools/LEA will work with probation

officers to assist in meeting the needs of children and youth returning from correctional facilities.

(Sec. 1423 (11))


29

The Transition Specialist will support any correctional needs to include liaising with probation

officers when the Neglected and Delinquent youth returns to their home school.

11. Provide a detailed description of the efforts participating schools/LEA will make to ensure

correctional facilities working with children and youth are aware of a child’s or youth’s existing

individualized education program. (Sec. 1423 (12))

The Transition Specialist will support any correctional needs to include liaising with probation

officers when the Neglected and Delinquent youth returns to their home school.

Personnel from City Schools associated with the Transition Team include:






Schools contract.

In order to avoid a delay in educational services, the Transition Team issues a letter outlining any

needs to the parent/DJS Counselor the day of the Transition Team meeting; this letter is effective

immediately. Specific charges and additional services are not discussed. Finally, the parents and

child are extended an invitation to attend the Transition Team meeting to provide input on the

student’s education. For students who do not want to return to City Schools, the juvenile

counselor makes (a majority of the time) other arrangements for the continuance of the student’s

education or provides them with potential employment opportunities.

12. Provide a detailed description of the steps the schools/LEA will take to find alternative

placement for children and youth interested in continuing their education, but unable to

participate in the regular public school program. (Sec. 1423 (13)

The Baltimore City Schools has continued to maintain a relationship with Learning, Inc. to

provide services to re-engage disaffected youth in the educational process leading to a diploma


30

or General Education Development(GED). The City Schools has increased access to credit

recovery by continuing the Twilight program, providing a credit recovery summer school and a

pilot reading intervention program for incoming 9th

graders and a few of the new

Transformational Schools will target over-age and under-credited students. Alternative

Programs in City Schools will target students who have dropped out or fallen behind with

varying combinations of rapid credit recovery opportunities, wrap-around services and college

preparation. As more Transformational Schools open in the years ahead, they will feature an

even broader range of options for students. Additional alternative placements include vocational

education and special education schools.

All of the children at the Woodbourne School are enrolled in the Baltimore City Schools. If

they have needs that are not being addressed, we work closely with the parents and the school

system in order to have the child placed in an alternative or special education program. In

addition, the children may be referred to home and hospital services if necessary. This will be an

option for children who are not doing well within the “City Schools” due to behavioral

disruptions. Local School Systems hold IEP meetings with the Woodbourne School if the least

restrictive environment is an alternative placement. However, most local school systems have

identified placements in their local communities.

The Office of Student Support and Safety has generally worked with the Eager Street Academy

staff to create and implement a successful transition plan for all students who leave the Eager

Street Academy and return to the community. The decisions are based on objective assessments,

student needs, and requests as to whether a regular or alternative placement is best suited for the

student.

13. Provide a chart, spanning the last three years, that details the progress the LEA is making in

dropout prevention. (Sec. 1426)

2013 2014 2015

0 0 0

31

This chart reflects the dropout rate for Eager Street Academy and The Woodbourne School. The

results are zero due to the fact that it is mandatory that all students are enrolled in school at both

facilities.

14. Provide, annually, the number of students served during the period of the grant. The

“period” is described as the school year or period of funding from July 1 to September 30 the

following year. (Sec. 1412 – Eligibility)

Annual Number of Students for 2014-2015 School year

Eager Street Academy - 60

Woodbourne School - 81

C.EVALUATION OF TITLE I, PART D PROGRAM ACTIVITIES:

A three year end of cycle evaluation was completed for the Title I Part D, Neglected and

Delinquent Program in June 30, 2014. The purpose of the evaluation was to improve, strengthen

and to refine the performance measures for the Title I Part D, Neglected and Delinquent

program. The Local Education Agency met with each school to disseminate the evaluation

criteria document that was submitted by The Maryland State Department of Education (MSDE),

as well to discuss and analyze the schools` data information. Each school was given a timeline to

submit the information to the Title I office for review, based upon the criteria that was given. If

additional information or clarification was needed regarding the documents submitted, the

Program manager would contact the school through phone, email or visit to obtain the necessary

documents. Several in-house meetings were held with the program evaluator and the Title I

points of contact to discuss and analyze the information for each school. Finally, the program

evaluator was able to compile all documentation to complete the evaluation for the Title I Part,

Neglected and Delinquent Program. To ensure continued progress of students’ academic

achievement in the Neglected and Delinquent program, student data was compiled for Eager

Street Academy and The Woodbourne School for the 2014-2015 school years. The results of the

student data are as followed;

32


Eager Street Academy`s school population is made up of the following; 94% of the students

were African American males, 3% were Hispanic males and 3% were African American

females. Of this population 67% of the students were habitual truant. (Unlawful absence more

than 20 percent of the school days in a marking period, semester, or school year),82% of

juveniles earned 10 or less credits toward graduation before enrolling at ESA and 69% had not

met the service learning requirement. Additionally, PowerSchool SMS student enrollment data

also revealed 24% of Eager Street students receive special education services. Based upon the

Title I Part D reporting period for the 2013-2014 for Eager Street Academy the data was

following;

58% of long-term students served with both pretest and posttest reading scores,

There were 58% of long-term students served with both pretest and posttest math

scores,


mathematics assessment,


reading assessments,

20% of students earned high school course credits after exiting ESA, 20% of

students enrolled in a high school once exiting ESA,

20% of students with transitional plans successfully transitioned from detention to

schools, post –secondary education, and/or vocational training/employment,

13.5% of students obtained a high school diploma, GED, or employment.

The program plan will be disseminated to the Instructional Leadership Team and members of the

School, Family & Community Council (SFC). The proposal itself in conjunction with the

School Performance Plan will serve as the evaluation instrument for School Year 15-16.

Eager Street Academy (#884) had an allocation of $77,936.85. With this allocation, the school

was able to employ 1 Temporary Personnel, a Summer Personnel and 1 transition specialist. The

Temporary Personnel provided small group reinforced instruction to students under the direct

33

supervision of the Highly Qualified teacher before, during or after school. The Summer

Personnel provided small group reinforced instruction to students under a Highly Qualified

teacher and assisted in the retention of skills typically lost in the summer months by students.

The Transition specialist supported students in transitioning back to their zoned school and

continuing their post-secondary education.

Computers and related hardware were purchased for students at Eager Street Academy.

Computers and Printers directly supported student achievement in competing classroom

assignment, writing exercises, practice testing, mathematics, science, foreign language and GED

lesson completion. It also enhanced students’ ability to be successful in the classroom

environment and prepared students to stay abreast of technology. The computers and printer

supplemented the previous inventory of two laptop computers and two printers. These items

were the exclusive use of the students at the Eager Street Academy to directly support student

achievement. Being proficient in the use of state-of-the-art computer equipment enhanced the

student’s ability to be successful in the classroom environment and also prepared the student’s

for computer related programs and tasks they might encounter when they return to their

designated school after leaving Eager Street Academy or upon entry into the workplace.

Instructional materials and supplies were also purchased for students at this school with the

allocation. Supplemental materials and supplies were purchased by Woodburn Press that helped

students to be successful in the transition to their zone school, community or post-secondary

education. The materials assisted parents by providing strategies and skills for encouraging their

children to be successful in life. These materials also allowed students to become independent

learners and critical thinkers during their transition process and on their success in later life.

Eager Street Academy utilizes a GED Academy Study Program Offline CD Version because the

academy does not have a GED program to serve the needs of those students who have a desire to

begin and possibly complete a GED program of study while enrolled in the Academy during

their stay in the Baltimore City Detention Center. The Baltimore City Detention Center, like

other detention facilities nationwide, restricts the internet use of all inmates which included all

students at Eager Street Academy. Utilizing this program, Eager Street Academy was able to

broaden their ability to offer viable, exiting and achievable educational attainment to those

students who desired to pursue a GED diploma through a GED student program. This program

34

was used by all students at Eager Street Academy across the curriculum in both self-study and

teacher-directed study in the completion of class work, writing assignments, and class projects.

Fisher Scientific Equipment was also purchased using Neglected and Delinquent grant funds.

This equipment was used to supplement Science study at Eager Street Academy. The equipment

enhanced student’s scientific literacy, critical thinking skills through observation and

experimentation, and oral communication.

Woodbourne School

There were a total of 81 students served in the Woodbourne School for the 2014-2015 school

years. The race/ ethnicity of the students at the Woodbourne school were as followed; 44

African American, 4 Hispanic, 27 white and 6 of two or more races (not including Hispanic or

Latino). All students were administrated the Woodcock Johnson III pretest upon enrollment

into the Woodbourne School. For the 2014-2015 the data for the Woodbourne School was the

following:

25% of students passed HSA in English,

33% of students passed the HSA in Algebra in Middle School

10% of the middle students passed the MSA in Reading.

10% of middle school students passed the MSA in Math

Based upon the Title I Part D reporting period for the 2013-2014 for the Woodbourne School,

the data was the following;

The breakdown of the students data were as followed;

25 long –term students served who had a pre and post scores in reading

25 long –term students served who had pre and post scores in math

25 long term students showed an improvement on both Reading and Mathematics

assessments.

2 long- term students improved up to ½ grade level in Reading and Math

4 students improved ½ to one full grade level

19 students improved more than one full grade level

64 students served who earned high school course credits while in the facility for the

Title I Part D Program.

35

No students enrolled in a school after their exit from the Title I Part D program.

Currently, there are no formalized tracking processes in place for students at the Woodbourne

School. This is due to the Notice of Privacy Practices that parent/ guardian sign upon the

student`s admission into placement at the facility.

Data information and improvement initiatives will be reported through our IEP meetings,

Weekly Treatment Team meetings, Individual Periodic Reviews and quarterly assessments

The Woodbourne School (#353) total allocation was $115,561.68 for the 2014-2015 school

years. During the 2014-2015 year, Woodbourne employed five temporary personnel; a transition

specialist, program coordinator, Restorative practice Facilitator, Urban Book teacher and a Peace

curriculum Facilitator. The Transition Specialist helped students to make a smooth transition out

of the alternative school and into another local school, post-secondary institution, or a career.

The Transition Specialist also worked with parents. The program Coordinator monitored the

implementation of the Neglected and Delinquent Program, ordered supplemental resources,

maintained and completed MSDE documentation, submitted timesheets, and served as the point

of contact with the Title I Office. The Restorative Practice Facilitator provided mentoring and

peer mediation with staff and students on Restorative Behavioral techniques. The Urban Book

Teacher provided small group instruction to students on their writing skills. Finally, the Peace

curriculum Facilitator provided systematic learning experiences in character education and

essential social skills to students.

There were no formalized tracking tools in place to capture the student’s secondary school,

secondary school equivalency requirement completion, or employment after leaving or exiting

the program.

The Neglected and Delinquent grant allocation to the Woodbourne School also afforded the

opportunity to provide contractual services for students. Contractual services like the Male

Mentoring Program were geared to build positive attitudes and self-esteem and introduced

program participants to positive role-models from the community. This program also exposed

the young men to outside experiences, including field trips and community exploration. The

Urban Book Consultant provided professional development to teachers on strategies and

36

resources in regards to the different genres of writing. Love and Forgiveness was another

contracted vendor that provided drumming sessions which complimented traditional mental

health treatment using art forms in a safe, supportive, therapeutic environment. Students were

provided a therapeutic environment which promoted self-development and fostered emotional,

social and spiritual growth. Finally, Restorative Day Workshops provided various conferences,

seminars, and workshops with students, parents, and community based organizations. The

topics were related to healthy eating, writing, reading and math strategies to work on with

students at home.

Lakeshore Learning provided supplemental reading materials that increased students`

comprehension of Fiction and Non Fiction text. The materials were used daily in the classrooms

as an additional resource to assist in instruction. The Woodbourne School purchased materials

and supplies such as notebook paper, pens, pencils and other academic materials to be used in the

classroom for students. These materials allow students to be more independent, prepared and

organized for independent learning and group activities during instruction. Perma Bound

provided services through the use of Title I supplemental fund to purchase additional literacy

materials for classroom libraries. The materials were used in each class to enhance students’

literacy development. Each book included in the library was listed on the Districts’ reading

recommendation list. The supplemental reading materials enhanced student’s critical thinking

skills, writing and oral communication skills.

D.MANAGEMENT PLAN/KEY PERSONNEL:


Activities to Begin in August 2015 Support Personnel Completion Date

Johns Hopkins Jail Tutorial

Program

Lucinda Chiu & Haziq Siddiqi August 31, 2015 - June 13,

2016

JUICE Club

Entrepreneurship Program

Dr. Jayfus Doswell

Monday and Friday (2 hrs.)

August 31, 2015 – June 13,

2016

Greater Homewood Community

Corporation’s Dew More

Baltimore Free Verse Poetry

Program

Kenneth Morrison

August 31, 2015 – June 13,

2016

The G.I.F.T. (Greater Immanuel

37

Principal Laura D Ànna is responsible for overall operations at Eager Street Academy. Phil

Pucher (Business Manager), ILT members, and BCDC staff will work directly with Principal D

‘Anna to ensure students successfully transition back to their zone school or successfully move

into post-secondary education programs or employment. Two administrative assistants will also

assist the Principal to coordinate the efforts in supporting the grant goals and objectives.

Woodbourne

The Director of Education and the Principal will manage the plan while the After School

coordinator will oversee all programs related to this grant.

LEA Management Plan/Key Personnel/ Worksheet

Faith Temple) Loretta Bond First Saturday of every month

Treatment Resources Inc. LaTavia Little, LCSW-C (TBD)

American Reading Institute Rod Pavao August 31, 2016

Hustle University August 26, 2016

Activities to Begin in September 2015

Personnel Monitor Completion Date

After School Program Program Coordinator Principal June 2016

Transition Transition Specialist

Principal /After School

Coordinator

June 2016

Parental Involvement Parent Liaison Principal /After School

Coordinator

June 2016

Academic Program 2015-2016 Teacher Assistant (2)


Coordinator

June 2016

Academic Program 2015-20156Title I

After School Program

After School Reading

Specialist/Tutor


Coordinator

June 2016

Academic Program 2015-2016/Title I After

School Program, Restorative Practices

Restorative Facilitator Principal /After School

Coordinator

June 2016



Male Mentoring

Program


Coordinator

June 2016


School Program

Urban Book Program Principal /After School

Coordinator

June 2016



Love & Forgiveness Principal /After School

Coordinator

June 2016

Action Description Beginning & End Dates Person Responsible

SEA-Technical Assistance is

provide annually (October) by

Maryland State Department

Education regarding Federal

requirements, guidelines and

regulations for the Neglected and

Delinquent program.

.

October 2015

MSDE

Submissions of required Reports-

Documents are required to be

July 1, 2015- June 30 2016 Tiffany Thomas- Staff Specialist

Office of Data Monitoring and

38

submitted to MSDE by the grant

manager- Title I Point of contact.

These documents include Title I

Part D Demographic report, Annual

Count Survey, OMB 2CFR-225

(certification), Interim /Final report-

The documents are completed by

LEA Title I grant manager- point of

contact to capture targeted

spending, alignment of the

Neglected and Delinquent Program

budget grant, certification of

federally funded employees, and

academic outcomes of students.

These documents are completed in a

timely fashion to meet the due date

that is outlined by MSDE.

Compliance / Title I

Regularly monitoring program

performance and

implementation-Meetings are held

with stakeholders that include

principals, title I N&D staff, budget

program manager, family and

community engagement specialist,

transition specialist and parents. The

meetings include implementation of

the program, scheduled activities,

transitioning services; grant

spending, disaggregating student

data, evaluation data, Attachment

12, Annual Memorandum of

Agreement (MOA) and Title I plan.

Meetings and site visits are done

periodically to ensure compliance

guidelines and implementation of

the program is intact. SANE

documentation is captured during

the meetings and placed in the Title

I binder as evidence. Schools are

provided feedback regarding the site

visits finding and Title I support is

given as needed.( See Neglected

and Delinquent Timeline)

July1, 2015- June 30, 2016(On-

going)

Tiffany Thomas- Staff Specialist



Woodbourne School

Marvie Belnavis-Coordinator

Principal- Addie Johnson


Terri- Tate Randall

Phillip Pucher- Business Operator

Principal- Laura DÀnna

Transitional Specialists



39

Startup activities- Professional

development activities will be held

annually at the Office of Data

Monitoring and Compliance / Title I

Office with the transitional

specialist in regards to the roles and

responsibilities for transition

services with students. Documents

will be given to the transitional

specialists to support these

transitional efforts. These

documents include

sample collaboration forms, sign-in

sheets, note page, parents

involvement calendar ,transition

daily plan, tracking of students

,post-secondary education for

students ,exit and reentry form

and telephone log) Meetings are

held with stakeholder (principals,

Title I N&D staff, budget program

and manager) regarding

implementation of the program,

disaggregating student data, parent

activities, timelines for documents,

professional development for staff,

Request for proposal / Renewal,

Annual Memorandum of Agreement

(MOA) and Title I plan. SANE


the meetings and placed in the

Neglected and Delinquent binder as

evidence.

July 1, 2015- June 30, 2016




Transitional Specialist Eager Street Academy


Points of Contact for each school

Marvie Belnavis- Woodbourne

School



Terri- Tate Randall



Assuring the continuity and

quality of the program-. Site visits

are completed regularly using the

MSDE monitoring tool to monitor

the quality and continuity of the

program. Each school will hire a

transitional specialist to provide

transition services on helping

students and youth who are in the

N&D program to reenter school

successfully, find employment after

they leave the institution and return

to the local community. The

program will hire temporary staff to

provide tutoring that would

July 1, 2015- June 30,2016 Tiffany Thomas- Staff Specialist



Transitional Specialist-



Number of Temporary personnel-

Teacher Assistants

Eager Street Academy-2

40

reinforce skills taught by a highly

qualified teacher to help students

meet the State Academic

challenging standards and to close

the achievement gap with

Neglected, Delinquent and at- risk

students. Schools will allocate funds

for intervention materials and

supplies according to the schools

data of strengths and needs of

students. The coordinator or

designee for each school will

oversee, monitor and maintain

documentation for the program

(binder, reports, Title I Part D

Demographic report, Annual Count

Survey and timesheets) The LEA

Point of contacts will use the MSDE

monitoring tool as a reference for

required documents in the Title I

N&D binder and for effectiveness

of the Neglected and Delinquent

program implementation. Feedback

is provided to schools and Title I

support is given regarding the visit

as needed.( See Neglected and

Delinquent Timeline)

Eager Street Academy Summer

personell-1

The Woodbourne School-2

Number of temporary personnel


Restorative Practice Facilitator-1

Urban Book teacher-1

Peace Curriculum Faciltiator-1

Program Coordinator-1

Parent Liaison

Points of Contact for each school Woodbourne School

Marvie Belnavis- Coordinator



Terri- Tate Randall



Regularly monitoring fiscal

requirements-Snapshots are sent to

the LEA point of contact from

grants bi-monthly regarding

spending, temporary salaries,

encumbrance reports, and vendor

reports and items on hold. Account

summaries are sent to schools

monthly regarding spending.

Timesheets are submitted to the

office of Data Monitoring and

Compliance weekly and are aligned

to the N&D grant budget for each

employee. P-STAR –position

control forms are completed every

90 days for temp employees and

placed in the Title I binder to track

salary spending. OMB 2CFR-225

(certification document are

completed twice a year to certify

temporary employees funded under

the grant. An Interim reports (C-

125) is completed to ensure the

program is on schedule regarding

activities and spend- down of funds.

A final report is complete to ensure

the program has meet all targeted

program goals and spending. E-

July1, 2015-June 30,2016(On-

going)




Woodbourne School

Marvie Belnavis- Coordinator



Terri- Tate Randall



41

mails and phone calls are done

regularly regarding the fiscal

requirements as needed.

Evaluation data- meetings are held

with schools on a regular basis to

discuss disaggregate and evaluate

data regarding the academic

performance of students.

Documentation is submitted to the

Title I Office by schools using the

MSDE evaluation criteria and

meetings are held in house with the

program evaluators to analyze and

compile the information. The

evaluation document is completed

and submitted to MSDE on a 3 year

cycle for approval.

January2016 - June 2016




The Woodbourne School- Marvie

Belnavis



Terri- Tate Randall


Purchases-

Services, field trip transportation

Instructional supplies and materials-

Schools submit orders according to

the schools data assessment needs

of the students, procurement

guidance documents and outlines

approved in the budget narrative.

Once approved by the LEA Title I

point of contact, these orders are

placed into k12 buy for purchasing.

Invoices for services rendered and

packing slips are submitted to the

Office for payment when items are

received/ confirmed by the school.

July 1, 2015- June 30, 2016( On-

going)




Woodbourne School

Marvie Belnavis-

Principal-Addie Johnson


Terri- Tate Randall

Phillip Pucher – Business Operator

Principal –Laura DÀnna

Professional Development

Activities- Professional

development is held at the Office

for the N&D transitional specialists

in regards to the roles and

responsibilities for transition

services with students’ and for

temporary employees. Staff were

given documents to support/ ensure

the effectiveness of the program that

included sample transition plans

,reading intervention strategies in

the classroom with students,

Marzano`s High yields strategies

collaboration forms, sign-in sheets,

note page, sample agenda

July 1, 2015- June 30, 2016( On-

going)




Woodbourne School

Marvie Belnavis



Terri- Tate Randall

Phillip Pucher –Business Operator

Principal Laura DÀnna

42

N&D Program point of contacts will offer assistance in linking and strengthening home and

community-based services and programs in order to more effectively respond to the needs of

neglected and delinquent children, youth and families. The program lead will provide written

reports on program activities specifically transition activities, dropout prevention, and graduation

programs. They will also manage and monitor fiscal activity related to Neglected and Delinquent

program activities to include timekeeping, expenditures and program requisitions, to ensure

goals are achieved in a manner approved in the grant.

evaluations, timeline, lesson plans

P.D. and parent involvement sample

plan calendar. Schools also have

allotted funds in the Neglected and

Delinquent grant for various

professional development activities;

based upon the disaggregated data

of student needs for teacher’s

Professional Development training.

During the workshops teachers are

given strategies as to how to teach

skills to students effectively in

reading, math and writing.

Stakeholder and staff meeting- Meetings are held with stakeholders

principals, title I N&D staff, budget

program manager, Title I

coordinator, Family and

Community Engagement specialist,

transition specialist and parents

regarding implementation of the

program, disaggregating student

data, parent activities, timelines for

documents, professional

development for staff,Attacment12,

Annual Memorandum of Agreement

(MOA) and Title I plan. SANE


the meetings and placed in the Title

I binder as evidence.

July 1, 2015- June 30, 2016( On-

going)




Woodbourne School

Marvie Belnavis-



Terri- Tate Randall

Phillip Pucher –Business Operator

Principal –Laura DÀnna

43

E.BUDGET INFORMATION AND NARRATIVE


The allocation for Eager Street Academy will hire temporary employees: One (1) Transition

Specialist, One (1) Tutor, and One (1) summer school tutor for SY15-16 in the amount of

$66,720 for total personnel. The fringe benefits, FICA for these personnel, totals $5,104.08.

The tutors will reinforce skills taught by the teacher before, during and after school. The

summer school tutor will provide students with extended learning opportunities that will

eliminate or minimize summer learning loss. The Transition Specialist will help students make a

smooth transition out of alternative school into another local school, post secondary institution,

or a career. They will also assist students wanting to attend college or looking for a career,

encouraging them to be successful in school and in life. The total amount allocated for

Supplemental instructional materials and supplies is $1,111,17.The materials will be used to

enhance student reading, math, STEM and writing skills, critical thinking skills through

observation, experimentation and oral communication across the curriculum by giving the

teachers and the students challenging materials to read and study in various assignments and

experiments. Transition materials and supplies will be used for all N&D students at the facility.

Materials and supplies will also be used for college preparation and career readiness. Contractual

services total $9000.00 for Dew More Baltimore, American Reading Company, and Hustle

University. Professional Development materials for teachers total $1000.00.Finally, the renewal

of TABE (Test of Adult Basic Education) assessment software license is budgeted for $2,000.00.

As previously noted, upon district approval, Eager Street Academy would like to form a

partnership with Treatment Resource Inc. The program will provide formal and informal drug

and alcohol counseling/education for students and their families. Additional services such as

aftercare treatment, summer educational programs, anger management and/or victim awareness

services will be offered during and after release. The goal of the program is to assist our students

and families with making better life decisions, provide mental health services and substance

abuse counseling/education for both student and families. Cost, days and hours of operation have

yet to be determined. (TBD)

44


The allocation for the Woodbourne School total personnel salaries is$99,684.00. FICA cost for

these employees totals $7,626.00. The Transitional Specialist will help students make a smooth

transition out of alternative school into another local school post-secondary institution or a

career. The program coordinator will oversees implementation of the Title I program. –The

afterschool math assistant and Reading Specialist will provide academic assistance that will

reinforce skills taught by teachers. The Parent Liaison will provide community resources to each

participating family, empower parents to assume an assertive stance in the educational process

for their child and provide parent workshops. The after school tutors will provide academic

assistance that will reinforce skills taught by teachers. The cost of programs (contracted services)

will serve children and youth returning to local schools from correctional facilities, to assist in

the transition of such children and youth to the school environment and help them remain in

school in order to complete their education is $11,250.00.These programs/ services will

encourage conflict-resolution and problem-solving skills. The total amount allocated for

supplemental education materials and supplies is $6,485.00.The materials and supplies will serve

as visual aids for our lower level students. This will allow them to engage in independent

learning and group activities during instruction. These supplemental materials will offer an

opportunity to address different learning modalities and to differentiate instruction. Woodbourne

has also allocated $785.00 for Incentives for students to recognize student academic

achievement. The Annual Restorative Conference Day workshop is to get parents more active in

the lives of their children and to teach them problem solving, critical thinking and coping skills

when interacting with their children. The cost for the Conference Day Parental workshop is

$1,000.00.

45

Title I, Part D – N & D

School Name: Eager Street Academy

Principal’s Name: Laura D’Anna

Allocation: $84,935.25

Itemized Budget Form C-125

Item Requested In-Kind Total

1. Personnel

(1)Transition Specialist 6.5 hrs. per

day 5 days a week @ 27.00 for 190

days

(1) Tutor 6.5 hrs. per day 5 days a

week @ $25 for 190 days

$ 33,345.00

$ 30,875.00

$ 33,345.00

$ 30,875.00

Summer School 2013

(1) TMP employees- 4hrs. per day,5

days a week @ $25.00 for 25 days

$ 2,500.00

$ 2,500.00

Total Personnel $66,720.00 $66,720.00

2. Fringe Benefits

FICA @ 7.65% $5,104.08 $5,104.08

Total Fringe Benefits $5,104.08 $5,104.08

3. Travel

Total Travel

4. Equipment

5.Supplies

Instructional Materials & Supplies $ 1111.17 $1111.17

Instructional Materials & Supplies-

The materials will be used to enhance student

reading, math, STEM and writing skills, critical

thinking skills through observation,

experimentation and oral communication across

the curriculum by giving the teachers and the

students challenging materials to read and study in

various assignments and experiments. Transition

materials and supplies will be used for all N&D

students at the facility. Materials and supplies will

prepare students for college and career readiness.

P.D Materials

American Reading Company $500.00 $500.00

Hustle University $500.00 $500.00

Total Supplies

$ 2111.17 $ 2111.17

6. Contractual

46

Dew More Baltimore- Free Verse Poetry

Program, meets with students twice weekly for

three hours to teach our incarcerated students to

express themselves dramatically through the written art of poetry as self-expression.

American Reading Company- Analyzing Text

Complexity through a CCS Formative Assessment

Framework. The Professional Development will

introduce staff to the Independent Reading Level

Assessment Formative Assessment (IRLA)

Framework for Teaching and Learning: The

Independent Reading Level Assessment (IRLA) is

a unified standards-based framework for student

assessment, text leveling, and curriculum and

instruction.

Hustle University- Relevant and research-based

strategies and tools on addressing hopelessness

and helplessness in student attitudes toward their

education and learning. All activities are designed

for personal self-reflection, small group

discussions and whole group responses to build

team rapport and improve morale with the

expectation the trainees will participate at a high

level of attention and utilize what they learn

during the sessions in their lesson planning and

delivery throughout the school year.

$5,000.00

$2,000.00

$2,000.00

$5,000.00

$2,000.00

$2,000.00

Total Contractual $9000.00 $9,000.00

7. Construction

Total Construction

8.Computer and Related Software Renewal for TABE software license $2,000.00 $2,000.00

Total Other $2,000.00 $2,000.00

9. Total Direct Costs

10.Total Cost $ 84,935.25

$ 84,935.25

47

School Name: The Woodbourne School

Principal`s Name: Addie Johnson

Allocation: $125,830.00

Itemized Budget Form C-1-25 Year one Budget

Item Requested Total

1. Personnel

Transition Specialist 7 hrs. Per day, 5 days a week for 150

days $20.00 an hour. (Help students make a smooth transition out of

alternative school into another local school post-secondary institution or a career).

$21,000.00 $21,000.00

Teacher Assistant 8 hrs. per day, 5 days a week for 199 days@

$15.00 an hour- will reinforce skills taught by the teacher before, during and

after school

Teacher Assistant 8 hrs. per day for 199 days $12.00 an hour

will reinforce skills taught by the teacher before, during and after school

$23,880.00

$19,104.00

$23,880.00

$19,104.00

Coordinator 5 days a week, 2hrs a day, 5 days a week @

$25.00 an hour for 45 weeks -oversees implementation of the Title I

program.

$11,250.00

$11,250.00

Restorative Conference Facilitator- 2hrs. Per day, 2 days per

week @ $25.00 per hour for 45 weeks-(provides staff and students

therapeutic behavioral techniques).

After School Reading Specialist-2 hrs. Per day, 2 day per week

@ $25.00 for 30 weeks-(The after school tutor will provide academic

assistance that will reinforce skills taught by teachers).

After School Math Assistant 2 hrs. Per day for 2 days per week

@ $15.00 an hour for 45 weeks-(The after school tutor will provide

academic assistance that will reinforce skills taught by teachers).

Parent Liaison 7 hrs. per day, 5 days a week for 150 days

$17.00 an hour (provide community resources to each participating family,

empower parents to assume an assertive stance in the educational process for their

child and provide parent workshops)

$4,500.00

$4,500.00

$2,700.00

$17,850.00

$4,500.00

$4,500.00

$2,700.00

$17,850.00

Total Personnel

$104,784.00

$ 104,784.00

2. FICA Benefits $8,016.00 $8,016.00

48

Total FICA Benefits

$8,016.00

$8,016.00

3. Contractual

Male Mentoring Program ($1,250.00 per semester September-

June) - through the use of this program student will meet and discuss male

adolescent experiences and will be provided resources that will instill social skills

for adulthood.

$4,500.00 $4,500.00

Love and Forgiveness (Per Semester $500.00 Oct- June )-

Drumming sessions that provide traditional mental health treatment using art

forms in a safe, supportive, therapeutic environment that promote self -

development and foster emotional, social and spiritual growth with students

PD for Teachers (Curriculum Based-Consultants Oct- June) - To give teachers the tools, strategies and materials to support and encourage

students in their classrooms

Urban Storybook Consultant-(Oct-June) to give teachers tools,

strategies and materials to assist in boosting students’ writing skills.

Urban Story Book Writing Book Licenses- technology to assist in

boosting students’ writing skills.

Conference Day Parental Workshops- (Nov- May) (create

opportunities for positive family connections) To get parents more active in the

lives of their children and to teach them problem solving, critical thinking and

coping skills when interacting with their children).

Total Contractual

$2,500.00

$2,500.00

$500.00

$250.00

$1,000.00

$11,250.00

$2,500.00

$2,5000.00

$500.00

$250.00

$1,000.00

$11,250.00

4. Supplies

Instructional Materials and supplies (Oct- May) - The materials and

supplies will serve as visual aids for our lower level students. This will allow them

to engage in independent learning and group activities during instruction. These

supplemental materials offer an opportunity to address different learning modalities

and to differentiate instruction. Genres of reading and math materials, transition

books. Transition Books unit cost is $20.13) (Positive promotion, school specialty,

permabound).

Incentives for Students (Oct- June)-Student incentives to recognize

student academic achievement.( Labeled Pencils, calculators ,achievement ribbons,

note pads, activity books, rubber bracelets with achievement sayings)

$995.00

$785.00

$995.00

$785.00

49

Indirect Cost- $7,587.75

Total Grant- $218,353.00

Total Supplies $1,780.00 $1,780.00

5. TOTAL COSTS $125,830.00

$125,830.00

50

FACILITY PROFILE

Name of Facility: Eager Street Academy

Address: 401 E. Eager Street

City: Baltimore State: Maryland Zip Code: 21202

Administrator/Principal: Laura D’Anna Transition Specialist: Robert White

Facility Type (Check one):

X Adult Corrections

Juvenile Corrections

Juvenile Detention

Neglected

At Risk

Brief description of facility and the core mission:

Eager Street Academy is a collaborative learning community dedicated to providing a multi-

dimensional individualized instructional program for diverse learners guided by 21st century

standards. Our goal is to prepare students for college and career readiness through relevant

learning experiences that will enable them to reintegrate into society as productive citizens.

Approximate Count of Currently Enrolled Students: 22 Age Range: 14-21

Grade Range of Students: 9-12

Average Length of Stay (in days): 60-120 days

Number of Hours of Direct Instruction for Each Core Content Area Provided Per Week:

25 per week

Number of Highly Qualified Teachers/Instructors: 5

Academic Offerings Provided:

(Such as Award HS Course Credits, Award HS Diploma, Award GED): ________________

Award HS Diploma

Specific Academic Performance Measures (i.e. list pre and post assessments used):

TABE (Test of Adult Basic Education), district concepts/unit assessment, and teacher created

assessment.

51

FACILITY PROFILE

Name of Facility: The Woodbourne School

Address: 1301 Woodbourne Avenue

City: Baltimore State: Maryland Zip Code: 21239

Administrator/Principal: Addie Johnson Transition Specialist: Kyle Mc Pherson

Facility Type (Check one):

Adult Corrections

X Juvenile Corrections

Juvenile Detention

Neglected

At Risk

Brief description of facility and the core mission:

Woodbourne provides an integrated system of care for children and their families involved in the

child welfare system, the juvenile justice system and in the mental health programs.

Woodbourne operates a special program specifically for boys with serious emotional problems,

featuring a structured and enriched daily schedule and a high level of professional and clinical

support

Mission: To provide students with a comprehensive education that prepares them to be literate,

career-oriented, and productive.

.Approximate Count of Currently Enrolled Students: 36 Age Range: 12-18

Grade Range of Students: 6-12

Average Length of Stay (in days): 365 Days

Number of Hours of Direct Instruction for Each Core Content Area Provided Per Week:

6.5 daily totaling 32.5 weekly

Number of Highly Qualified Teachers/Instructors: 13

Academic Offerings Provided:

(Such as Award HS Course Credits, Award HS Diploma, Award GED): ________________

We offer grades (6-8) and a Secondary School grades (9 through 12); a Pre-GED TEST

Preparation course

52

Specific Academic Performance Measures (i.e. list pre and post assessments used): The

Read About Program which demonstrated skill growth in reading. The Woodcock Johnson was

used as a pre/posttest* Teacher classroom assessments * Report Cards.

53

Professional Development Plan SY15-16

Eager Street Academy #884

Professional Development Purpose/Outcome Date

American Reading

Purpose

Title

The trainer will introduce staff to

the Independent Reading Level

Assessment Formative Assessment

(IRLA) Framework for Teaching

and Learning: The Independent

Reading Level Assessment (IRLA)

is a unified standards-based

framework for student assessment,

text leveling, and curriculum and

instruction. Participants in

workshop will learn how to use the

IRLA to Establish a Baseline Level

for Every Student: The IRLA will

help Eager Street Academy staff to

establish a baseline proficiency

level for each of their students. The

baseline level is the highest level at

which a student can demonstrate

proficiency without teacher help.

This is the level at which we can

expect the student to perform at

proficiency on high stakes testing. Participants in workshop will work

with the trainer to Develop an

Action Plan to Ensure Reading

Proficiency for Every Student: The

IRLA will help staff to show

students where they are in their

education attainment, where they

should be, and what skills and

behaviors lie in between. The

follow-up during the school year

through regular student-teacher

conferences will be enable the

teacher and student to outline and

track a course of correction,

acceleration, or maintenance, for the

student and his or her family.

Outcome Participants in workshop will learn

how to Monitor Progress Toward

Student Goal: The IRLA allows

teachers to track progress in real-

time. Each standard has been

assigned a points value relative to

the amount of time it should take a

student to acquire that skill or

Aug. 25, 2015

(Neglected and Delinquent grant

Funds)

54

concept. In each formative

assessment conference, teachers

score students on any standards they

have mastered, allowing teachers

and schools to track rate of reading

growth for every student.

Hustle University-

Purpose

One day professional development

training titled: How to deal with a

pain in the class, to teachers and

staff of Eager Street Academy. This

training is designed to prepare

Eager Street Academy teacher and

staff for the 2015-2016 school years

by providing practical, relevant and

research-based strategies and tools

on addressing hopelessness and

helplessness in student attitudes

toward their education and learning.

How motivating and engaging

incarcerated students can help them

to see education as the key to their

success, keys to empowering

student beliefs about themselves

and their ability to learn and

succeed in the school environment,

how to offer students tools to

improve their attitude in the

classroom for productive

achievement, and offering students

tools to change at-risk and criminal

behaviors to effect positive change

in their educational achievement

and preparation for returning to

their community as a positive,

confident, and productive person.

Outcome

All activities are designed for

personal self-reflection, small group

discussions and whole group

responses to build team rapport and

improve morale with the

expectation the trainees will

participate at a high level of

attention and utilize what they learn

during the sessions in their lesson

planning and delivery throughout

the school year.

Aug. 2016

(Neglected and Delinquent grant

Funds)

*NOTE* Due to district budget cuts, Eager

Street Academy was allocated

$19,056 dollars for SY-15-16. As a

55

result, ESA administration has

identified two professional

development dates for teachers and

staff (Aug. 25 & 26). However,

because of severe budget restraints,

at this time, ESA administration is

not able to identify specific

professional development dates and

times for parents and community

partners using Fair Student Funding.

56

WOODBOURNE

CENTER A Nexus Treatment Program

Changing Lives Though Our Cornerstone Values

1301 Woodbourne Avenue

(410) 433-1000

Baltimore, Maryland 21239

FAX: (410) 323-7085 .

Woodbourne School 2015-2016

Staff Development Plan

DATE

August 21st Creating a School Culture That Promotes Teaching and Learning (Part I) Outcomes: Participate in group learning and collaboration in an effort to improve teacher quality, data-supported planning, informed instructional and behavior management decisions and increased student achievement

Cordelia Rabb

DATE

Sept. 25th Fostering Inquiry and Critical thinking in K-12 Classrooms Outcomes: Build common language and expectation for reading a text closely in both ELA and all content areas.( Neglected and Delinquent grant funds)

Mary Carlo

DATE

October 16

th

Maryland State Teacher’s Convention MSDE

DATE

Nov. 6th

Common Core Standards and PARCC Model for Content Framework Outcomes: Developing and implementing instructional plans that are aligned with school-based and state-based assessments.

Jerry Sutter

DATE

Jan. 25th

Integrating Technology in the Classroom to Support Effective Instruction for Millennials- The Next Generation Outcomes: Understanding and teaching to needs of those born between 1976-2001. Those known as multi-taskers, tech savvy, social media experts, super- fast texting generation etc.

Patricia Hall

DATE

February 26th

Effective Data-Driven Instruction, Behavioral Interventions and Research-Supported Classroom Practices for Students With Learning Disabilities/Needs. Outcomes: To understand that ADHD, ADD, Autism, ODD, etc., are brain-based medical disorders that effect and affect student achievement, behavior, emotional stability and overall success in the educational environment.

Cordelia Rabb

DATE

February 26th

Differentiated Instruction : Special Education Regulations, Policies and Outcomes: Utilizing and selecting appropriate accommodations, recommendations and instructional tools to ensure student progress.

Sumy Brown

DATE

April 4th

PLG’s…Professional Learning Communities (Part II) Outcomes: Continued participation in group learning and collaboration in an effort to improve teacher quality, data-supported planning, informed instructional and behavior management decisions and increased student achievement

Addie Johnson

57

WOODBOURNE

CENTER A Nexus Treatment Program

1301 Woodbourne Avenue

(410) 433-1000

Baltimore, Maryland 21239

FAX: (410) 323-7085

Changing Lives Though Our Cornerstone Values

.

Woodbourne School 2015-2016 Professional Development Plan for Parents and

Community Partners

DATE Workshop/Outcomes Facilitator

October Strategies for Communication with Your Children. Outcomes: To better communicate with your child.

Addie Johnson

DATE

November Introduction to Restorative Practices. Outcomes: To use Restorative Practices to restore the harm that been done To family and community.

Addie Johnson

DATE

December Using and Understanding Circles. Outcomes: To use circles to discuss and solve family issues.

Addie Johnson

DATE

January Understanding Why You’re Teen Is Out of Control. Outcomes: To learn the real reasons for teen misbehavior.

Addie Johnson

DATE

February Writing an Ironclad Contract with Clear Rules & Consequences. Outcomes: To make an ironclad contract to stop the behavior.

Addie Johnson

DATE

March Reclaiming Love Between You and Your Teenager. Outcomes: To reestablish the love lost within the family.

Addie Johnson

DATE

April How To Think Two Steps Ahead of Your Teenager. Outcomes: To trouble shoot future problems.

Addie Johnson

DATE

May Stopping Your Teenager’s Seven Aces. Outcomes: To stop or curb the disrespect to threats of violence.

Addie Johnson

DATE

June Strengthening Numbers: How to Mobilize Outside Helpers Like Friends, Neighbors & Police Officers. Outcomes: To mobilize outside help.

Addie Johnson

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